Fami Tafreshi Elham (8 results)

Condition: New. pp. 116.

Taschenbuch. Condition: Neu. Learners' and Teachers' Perspectives about Error Correction | Elham Fami Tafreshi | Taschenbuch | 116 S. | Englisch | 2014 | LAP LAMBERT Academic Publishing | EAN 9783659556104 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The topic of error correction in the second language (L2) classroom tends to spark controversy among both language teachers and learners. Teachers may have very strong views about error correction, based on their own previous L2 learning experiences, or they may be more ambivalent. However, learners may have a totally different view from their teachers. Thus learners' and teachers' perspectives about error correction are essential in order to investigate the best reaction to students' error. In a bid to address this issue, this study was conducted to investigate whether the learners' and teachers' perspectives about error correction in speaking with regard to language proficiency level and academic degree differ or not. Methodologically, this study is based on the requirements of quantitative research paradigm. To this end, a sample of 83 teachers and 93 learners attempted a 22-item questionnaire. The findings revealed controversies over the teachers' and learners' perspectives; suggesting more attention to these controversies between teachers' and learners' opinion about error correction and to learners' preferences for error correction based on their language proficiency level. 116 pp. Englisch.

Condition: New. Print on Demand pp. 116 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Fami Tafreshi ElhamElham Fami Tafreshi holds M.A.in TEFL from Islamic Azad University (south branch).The topic of error correction in the second language (L2) classroom tends to spark controversy among both language teachers and .

Condition: New. PRINT ON DEMAND pp. 116.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The topic of error correction in the second language (L2) classroom tends to spark controversy among both language teachers and learners. Teachers may have very strong views about error correction, based on their own previous L2 learning experiences, or they may be more ambivalent. However, learners may have a totally different view from their teachers. Thus learners' and teachers' perspectives about error correction are essential in order to investigate the best reaction to students' error. In a bid to address this issue, this study was conducted to investigate whether the learners' and teachers' perspectives about error correction in speaking with regard to language proficiency level and academic degree differ or not. Methodologically, this study is based on the requirements of quantitative research paradigm. To this end, a sample of 83 teachers and 93 learners attempted a 22-item questionnaire. The findings revealed controversies over the teachers' and learners' perspectives; suggesting more attention to these controversies between teachers' and learners' opinion about error correction and to learners' preferences for error correction based on their language proficiency level.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 116 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The topic of error correction in the second language (L2) classroom tends to spark controversy among both language teachers and learners. Teachers may have very strong views about error correction, based on their own previous L2 learning experiences, or they may be more ambivalent. However, learners may have a totally different view from their teachers. Thus learners' and teachers' perspectives about error correction are essential in order to investigate the best reaction to students' error. In a bid to address this issue, this study was conducted to investigate whether the learners' and teachers' perspectives about error correction in speaking with regard to language proficiency level and academic degree differ or not. Methodologically, this study is based on the requirements of quantitative research paradigm. To this end, a sample of 83 teachers and 93 learners attempted a 22-item questionnaire. The findings revealed controversies over the teachers' and learners' perspectives; suggesting more attention to these controversies between teachers' and learners' opinion about error correction and to learners' preferences for error correction based on their language proficiency level.